Lesson Title: Indigenous tribes in Michigan

Supplies:
● Slide show:
https://docs.google.com/presentation/d/1f44Rl1sxEZrpJ_-
2e0DZeLdxKuZZ6d9ACiN69k5cP8U/edit?usp=sharing
● Blank Maps
● Coloring sheets

Standards:
● D2.Geo.3.3-5. Use maps of different scales to describe the locations of cultural and
environmental characteristics.
● 4 – G4.0.2 Describe the impact of immigration to the United States on the cultural
development of different places or regions of the United States.
● Diversity 7 DI.3-5.7 I have accurate, respectful words to describe how I am similar to and
different from people who share my identities and those who have other identities.

Compelling and Supporting Questions:

Compelling Question:
● How did Indigenous tribes live?
Supporting Questions:
● What Indigenous tribes are located in Michigan?

Lesson Objectives:
● I can define “Indigenous”
● I can identify how many Grandfather teachings there are.
● I can use a compass to identify where tribes in Michigan are.

Rationale for Pedagogy:

Throughout this lesson I am inviting the students to learn more about Indigenous culture
and history. Our anti-bias standard is focused around finding respectful ways to find and
describe similarities and differences between themselves and another group. We felt
that this standard was fitting because by living in Michigan our students share a home
with the Three Fires and the other Indigenous tribes of Michigan. Dunbar-Ortiz mentions
the skewed ideas that have been popularized by the Europeans coming to the
Americas, and we believe it is important to catch these misconceptions early on rather
than correct them later. I am using the map activity to erase the line between “us” and
“them”. We have all come to share a home here and that common similarity can give
both groups something to connect over. The seven grandfathers teaching activity also
allows students to express their own thinking and recognize if their thinking shares any
similarities with the thinking of the Three Fires.
Assessment Plan:
● For my first assessment, I will be asking students to work together to discuss their prior
knowledge about what it means to be Indigenous, and the definition of Indigenous.
● The next assessment that I will have students complete is their mapping activity. I will
give each student a map of Michigan and some coloring utensils. I will have them work
in groups to determine where they think each tribe in Michigan is located. After I give
them time to estimate in their groups, I will have a student come up and show me where
they think it is. After they tell me where they believe a tribe is, I will go over it with them
so their maps will be more accurate for their notes.
● Another assessment that I will be giving the students is
● The final assessment that I will be giving students is a review Kahoot that will be
assessing what they all have learned from the lesson I gave.

Lesson Procedure:

● I will introduce the students to our topic, as well as our goals for the lesson.
● Then, in their table groups, I will have them discuss what they think it means to be
Indigenous, and each table will get the opportunity to share their ideas.
● I will then show them the actual definition of Indigenous, and what makes a person
Indigenous.
● I will then introduce students to the Indigenous tribes in Michigan.
● After I introduce all of the tribes, I will tell them about The Three Fires which are the
three largest tribes in Michigan.
● I will then tell students how these tribes acquired their food, shelter, and how they
traveled.
● Then, I will introduce the next activity. Each student will receive a blank map of
Michigan, and some crayons.
● One by one, I will give the general location of a tribe in Michigan and have them estimate
where they think the tribe is. I will have them work with their table groups to estimate
each location.
● After I give them time to work through where a tribe is located I will have a volunteer
show me where they think it is. After each tribe, I will mark on the map where it actually
is, and I will have students do it too.
● After this activity is finished, I will introduce the Seven Grandfather teachings.
● After I introduce what the seven grandfather teachings are, I will give students a coloring
sheet and have them write why they think their animal represents the specific teaching.
● To conclude my lesson, I will have the students do a review Kahoot.

Supporting my Students: Accommodation Overview

Who are my Students?: Classroom Overview

● There are 24 students in my placement classroom

● My placement classroom is made up of English-speaking students
● My placement classroom is very diverse, some Hispanic students, Muslim students,
Black students, as well as a couple white students.
● There are a couple of students who are known to have behavioral issues and some who
usually refuse to do their work, but I’ve noticed that when there’s a change in the
learning environment, they tend to focus better.

- There are many students in my classroom that have a hard time staying focused on the
lesson that is being taught, so I will try to get more students engaged in the lesson by
having students read parts of my presentation for me, and asking them questions
throughout the lesson. The students are also new to mapping and using compasses and
map keys, so for that section of the lesson I will ask the students some review questions
to see where they are at and if they are still struggling with maps, I will alter the lesson.
To alter the lesson, I will give the general location of a tribe in Michigan and instead of
having the children estimate on their own, I will help by guiding them to the correct area
of the state.